NURS 129 Nursing Practice I: Introduction to Nursing Practice and Coming to Know the Client

School of Health and Human Services

NURS 129 Nursing Practice I: Introduction to Nursing Practice and Coming to Know the Client, in this course students apply knowledge from previous and concurrent courses to their beginning understanding of nursing practice. This introductory practice experience provides opportunities to develop caring relationships with groups, families and individuals across the lifespan. Emphasis is placed on health assessment and coming to know how individuals understand and promote their health, and the role of the nurse in partnering with the person in this process. Students work with interprofessional teams in the home and community, in agencies, and care settings as they begin to develop their professional identity and use critical reflection, the decision-making model, and professional standards to support safe nursing practice. Students are introduced to the systems which support delivery of health care, such as organizational structures, occupational health and safety, information and communication technologies, and agency policies.

Prerequisites: BIOL 164, NURS 112, NURS 116, and NURS 117 all with a minimum grade of 60%

Accessibility Services Notice

Students who would like an academic accommodation and who have a documented disability should contact Accessibility Services, if they have not already done so.

Transfer Agreements

Course to Course transfer – YesBlock Transfer – Yesbctransferguide.ca
Course Details
Total number of weeks15
Total Credits
Total Hours150
Typical hours per week breakdown
Lecture2
Other8

Learning Outcomes

Upon successful completion of this course, the learner will be able to:

  1. Utilize relational practice skills to develop caring relationships with individuals and their families
  2. Demonstrate collaborative, responsive, and responsible communication skills with individuals, families, instructor, peers and the interprofessional team
  3. Identify effect of bias, prejudice, stigma, oppression and colonialism on Indigenous health
  4. Reflect on the role and scope of the RN and others on the interprofessional team in achieving health outcomes across diverse health settings
  5. Participate in co-learner/co-teacher relationships that foster transformative learning
  6. Apply the decision-making model to situations within a practice setting
  7. Conduct a basic health assessment, from a health promotion perspective, utilizing nursing knowledge, client and team input, data collection, observation, and inquiry to appropriately provide client centered care
  8. Prioritize nursing actions to provide timely and safe nursing care for one person
  9. Report and document assessments and care in a professional and accurate method using appropriate communication platforms (e.g. Kardex, EHR, chart)
  10. Demonstrate self-awareness and professionalism, while consistently maintaining confidentiality, in nursing practice
  11. Use critical reflection to actively engage in the construction of their own knowledge through praxis
  12. Recognize safety principles and identify hazards (eg. Physical, chemical, ergonomic, and psychosocial) in the practice setting
  13. Describe the potential implications of climate change on health

Teaching and Learning Approach

Participants in nursing practice settings continue to learn about professional nursing practice, critical thinking, and critical reflection. Practice experiences are supported by online seminars, which provide opportunities to examine theories and concepts for discussion, exploration, and integration. Praxis involves the examination of the dynamic interplay between theory and practice. Praxis is actualized by critical reflection, journaling, and active participation in nursing practice seminars. Practice experiences provide opportunities for participants to develop decision-making skills with contextual awareness.

 

Participants engage in a variety of learning activities. Some activities occur in the homes of families, or in community agencies or with organizations that provide resources for healthy people. In the nursing skills centre, learners have opportunities to develop health assessment skills that enable them to provide safe nursing care.

Learning Resources

Required:

1. Canadian Nurses’ Association. (2025). Code of ethics for Registered Nurses. Ottawa, ON: CNA.

2. British Columbia College of Nurses and Midwives (November, 2020). Professional standards for registered nurses and nurse practitioners. Vancouver, B.C.: BCCNP. Retrieve from https://www.bccnm.ca/Documents/standards_practice/rn/RN_NP_Professional_Standards.pdf

3. Jarvis, C., Browne A.J., MacDonald–Jenkins, J. & Luctkar-Flude, M. (Eds.). (2024). Physical examination and health assessment (Canadian, 4th Edition). Toronto, ON: Elsevier Canada.

4. Lewis, S.L., Dirksen, S.R., Heitkemper, M. M., Barry, M.A., Goldsworthy, S. & Goodridge, D. (Eds.). (2023). Medical-surgical nursing in Canada: Assessment and management of clinical problems (Canadian 5th ed.). Toronto, ON: Elsevier Canada.

5. Potter, P.A., Perry, A.G., Stockert, P. A., Hall, A.M., Ross- Kerr, J.C. Wood, M.J., …Duggleby, W. (Eds.). (2023). Canadian fundamentals of nursing (7th ed.). Toronto, ON: Elsevier Canada

6. Vallerand, A.H., Sanoski, C.A., & Deglin, J.H. (2018). Davis’s Canadian drug guide for nurses (16th ed.). Philadelphia, PA: FA Davis. (This resource is recommended but you may choose another Canadian drug guide.). (This is also available for purchase as a mobile+web App. This resource is recommended but you may choose another)

7. Advanced Gerontological Education. (2020). Gentle persuasive approaches (GPA) in dementia care (4th ed.). Age Inc.

 

Other resources may include:

Nursing practice settings

Selected community resources

Nursing learning centre

Selected clients (individuals, families, groups, communities)

Selected textbooks and readings. Peer and other groups

Open resources

Assessment

     
Reflective Practice Narratives

The purpose of this assignment is to reflect on specific practice experiences. Reflection will include lessons learned and how that will influence participant’s future nursing practice. These are learning tools which aid in linking thought and action (praxis), and facilitate growth in self-awareness, and personal and professional development.

 CRG/NCG
Community Health Promotion Assignment The purpose of this assignment is to reflect on community strengths and needs; to identify how culture and the Social Determinants of Health play a role in community health and to bring awareness to available community resources. CRG/NCG .
Coming to Know the Client Assessments The purpose of this assignment is to have students develop their ability to identify a client’s personal meaning of health and healing CRG/NCG
Decision Making Assignment The purpose of this assignment is to have participants develop their critical thinking and decision making skills through data collection, critical reflection/praxis, and salience/pattern recognition; providing client-centered care, and mutually identifying health issues/healing initiatives. CRG/NCG
Midterm Practice Appraisal Form The purpose of this assignment is to self-reflect and self-evaluate participant’s own nursing practice according to the competency standards set out on the BSN PAF form. Participants will incorporate instructor feedback in setting learning strategies for the rest of the semester. CRG/NCG
Health Fair/Presentation The purpose of this assignment is to have participants develop teaching and learning strategies for a target population; to provide current and relevant information and to evaluate strategies used, reflecting upon their ways of being, doing, and knowing in a Health Fair setting. CRG/NCG
Final Practice Appraisal Form The purpose of this assignment is to self-reflect and self-evaluate participant’s own nursing practice according to the competency standards set out on the BSN PAF form. Participants will incorporate instructor feedback in setting learning strategies for their future nursing practice. CRG/NCG
Total 100%

Grading Table

Competency-based Grades

This grading system is based on satisfactory acquisition of defined skills or successful completion of the course learning outcomes. It is used where standard numerical grades are not generally applied, for example in evaluating practicum performance or work placements, in pass/fail courses or for non-credit courses.

Grade Description
AAV ABOVE AVERAGE -The student has mastered all or most course objectives/requirements in a minimum time frame and has exemplified good work and study habits.
COM COMPLETE – denotes that the student has mastered a satisfactory number of course objectives/requirements in a non-credit course
CRG CREDIT GRANTED - denotes that the student performance was satisfactory in a credit course.
NCG NO CREDIT GRANTED - denotes that the student performance was unsatisfactory.
PCG PARTIAL CREDIT GRANTED – denotes that the student has successfully completed a portion of the course objectives in a credit course.

See the Academic Calendar for General Information including how to withdraw from course(s) and other regulations.

Disclaimer

Information contained in this course outline is correct at the time of publication. Content of the course is revised on an ongoing basis to ensure relevance to changing educational, employment and market needs. The instructor will endeavor to provide notice of changes to students as soon as possible. The instructor reserves the right to add or delete material from courses.